ABSTRACT
This chapter explores how an active engagement with geographical, historical cultural and societal understanding of place can be helpfully developed through area-based curriculum and an associated pedagogy. It explores three key areas in curriculum development, namely pedagogy, pupils and subject. Pedagogy as discourse is conceived around three interrelated levels of ideas that relate to the classroom, the system and wider aspects of society and culture. The chapter focuses on how individually teacher can develop their own pedagogy through a broad approach to an area-based curriculum process that examines their locality and makes connections to it in meaningful ways. It considers some of the specific issues related to the construction of an area-based curriculum approach within teaching. A new pedagogy for an area-based curriculum will build on the routines, rules and rituals of classroom practice and wider school context.
